Effectiveness of the Gradabulary Strategy in Improving Grade 7 Students’ Vocabulary Skill and Reading Comprehension

This quasi-experimental study examined the effectiveness of Gradabulary, a researcher-developed, self-paced vocabulary-learning strategy, on vocabulary development and reading achievement among Grade 7 students in the Anda District, Bohol. The 70 students at the frustration and instructional reading levels were purposely selected and randomly assigned to a control group (n1 = 35) and an experimental group (n2 = 35). The experimental group used the Gradabulary strategy, whereas the control group received conventional vocabulary instruction. Vocabulary skills and reading comprehension pretests and posttests would be administered to both groups, and the sample subjected to experimental conditions would also test the acceptability of the Gradabulary materials. Data were analyzed using statistical tools such as the weighted mean, the Chi-square test, independent-samples t-tests, and paired-samples t-tests. The results indicated that the Gradabulary strategy was more effective than the traditional teaching for vocabulary and reading in enhancing students' vocabulary and reading. The content and quality of the materials' presentation, and the physical makeup rates, were very acceptable. The systematic and self-paced nature of vocabulary instruction improves students' language proficiency. The Gradabulary strategy demonstrates strong potential as an engaging, practical, and effective tool for improving the vocabulary and reading achievement of learners performing below grade level.